Millions of adults need help reading. Why the US needs to change course.

Shawntell Fitzgerald: Struggling to Reclaim a Lost Education

Shawntell Fitzgerald is a woman who is determined to overcome her limited reading skills and reclaim her education. She has several goals that motivate her, including helping her children and grandchildren with their homework, passing her driver’s license exam, and being able to read the Bible on her own. However, her limited reading skills have become a barrier in various aspects of her life, including her participation in church.

Why We Wrote This

As the U.S. considers how to improve reading instruction for young students, it shouldn’t forget about the needs of adults like Shawntell Fitzgerald. This article explores the importance of addressing the hopes and goals of adult learners.

The Lack of Support for Adult Readers

Unfortunately, help for adults struggling with reading is not only scarce but also often focused solely on those who are seeking new jobs. This lack of support disproportionately affects Black, Latino, and Indigenous adults who have received inadequate K-12 education and require continued education to thrive in adulthood. It is crucial to recognize that reading reform is needed not only in elementary schools but also for adult learners.

The Need for Reading Reparations

The majority of states, including Wisconsin, have passed legislation aimed at reemphasizing phonics and improving reading instruction. School districts across the country are investing in training teachers based on scientific research on how children learn to read. However, with nearly 50 million struggling adult readers, it is evident that reading reparations for grown-ups are just as necessary as reading reform in elementary schools.

“It feels like I’m on my own”

Adult literacy programs in Wisconsin have experienced a decline in funding, with only six programs currently receiving federal funds compared to nearly 20 programs a decade ago. This lack of funding has made it challenging for individuals like Kermaine Petty, an accomplished software developer, to find the necessary support for their reading difficulties. Despite his success, Mr. Petty realized he had an undiagnosed learning disability and sought tutoring to improve his reading skills.

Redefining the Goal of Adult Literacy Programs

While increased funding is essential for adult literacy programs, it is equally important to redefine their purpose. The prevailing belief that adults primarily need reading skills for employment must be challenged. Erik Jacobson, a professor at Montclair State University, argues that funding should not solely focus on getting higher-level learners into jobs. Instead, adult literacy programs should prioritize the diverse goals and aspirations of adult learners.

The Importance of Support and Resources

Individuals like Shawntell Fitzgerald and Kermaine Petty often face challenges in balancing their job and family responsibilities with their efforts to improve their reading skills. The slow pace of progress can be discouraging. However, they find solace in the support they receive from their communities, such as serving as allies to parents of struggling readers at church.

With limited support available for adults, it is crucial to recognize the significance of providing resources and opportunities for adult learners to reclaim their education.

Sources: Sarah Carr

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.6: Percentage of adults (both men and women) with functional literacy skills.
• Indicator for SDG 10.2: Proportion of adults (both men and women) with access to quality education and lifelong learning opportunities.

4. Table: SDGs, Targets, and Indicators

Explanation:
The article discusses the challenges faced by adults with limited reading skills and the lack of support for adult education programs. These issues are connected to SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Under SDG 4, the specific target identified is Target 4.6, which aims to ensure that all youth and a substantial proportion of adults achieve literacy and numeracy by 2030. The indicator for this target is the percentage of adults (both men and women) with functional literacy skills.

Under SDG 10, the specific target identified is Target 10.2, which aims to empower and promote the social, economic, and political inclusion of all individuals, irrespective of their age, sex, disability, race, ethnicity, origin, religion, or economic or other status. The indicator for this target is the proportion of adults (both men and women) with access to quality education and lifelong learning opportunities.

Copyright: Dive into this article, curated with care by SDG Investors Inc. Our advanced AI technology searches through vast amounts of data to spotlight how we are all moving forward with the Sustainable Development Goals. While we own the rights to this content, we invite you to share it to help spread knowledge and spark action on the SDGs.

Fuente: csmonitor.com

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